THE APPLICATION OF SCIENTIFIC APPROACH IN ENGLISH

1. THE APPLICATION OF SCIENTIFIC APPROACH IN ENGLISH

2. Expectation Tree

3. Expected Competence By the end of this session, you are able to develop a lesson plan applying scientific approach based on your students characteristics include physical, ethical, social, cultural and intellectual aspect.

4. Brainstorming How do you formulate your lesson aims? How do you start and end a lesson? How do you stimulate the higher order of thinking in the classroom? What is scientific approach? And how do you integrate it in your lesson?

5. Put these statements in order of importance We write aims because: • our school Principal wants to see aims in our lesson plans. • students need to be told the focus of the lesson. • it helps us plan a logical lesson. • if we have an aim, it is easier to test our students achievement at the end of the lesson. • it is useful for self-evaluation. • an observer can more easily judge our lesson. • it looks professional.

6. Formulate a Possible Aim for this Lesson Outline I’m starting by showing a photograph of my new friend. Then I’m going to ask my students to ask me questions about him, e.g. who s/he is, where s/he is from, where s/he lives, etc. After that, I’d like them to draw a picture of a friend and do a similar question and answer task but with their partner.

7. Five Question to Ask about Lesson Aims • Coverage • Do students understand what they are doing? • Activities • Do students understand why they’re doing the activity? • Do students understand the others for good work? • Involvement • Are the students learning, or just having fun? • Thinking skills • Have these skills been taught or just practiced? • Mastery • What will students be able to the end of the lesson?

8. Krathwohl's Affective Domain Taxonomy

9. Bloom’s Taxonomy Bloom’s Taxonomy is a multi-tiered model of classifying thinking by six cognitive levels of complexity. First created in the 1950’s, Bloom’s Taxonomy was revised in the 1990’s in an attempt to make it more relevant for 21st century students and teachers. Old Version Revised Version Nouns Verbs

10. Read this and use it for your class!

11. Reorder the following lesson steps! Students read the story again more carefully to see if any of their predictions were correct. Teacher dictates some words Students look at some grammar/vocabulary in the text. Class discussions of controversial issues with an open mind related to the story In pairs students participate in team problem- solving activities to skim read the text and order a cut up version of the story. Teacher checks the meaning of some of the dictated words Students retell/ role play the story Teacher asks the students to look at the words and make predictions about what might happen in the story. In groups students search a famous story in Indonesia and western and analyze their content and style through comparing and contrasting. Students and teacher discuss the text in more detail/ answer more specific questions about the text.

12. Relate the steps to Krathwohl's and Bloom’s taxonomy! Discussions of controversial issues with an open mind Participating in team problem-solving activities Analyzing the content and style through comparing and contrasting

13. CRUNCHY CRACKERS!Find short functional text in your curriculum and propose possible basic competences!

15. In Groups, Advertise These! YOUR NEW CONVENIENCE STORE YOUR NEWLY LIBRARY MAKEOVER YOUR BOOKS PUBLICATION YOUR NEW ELECTRONIC STORE

16. Develop Your Own Lesson Plan for Year 7 and Gather Feedbacks Through Presentation! In pairs, set yours for one of the followings: • Greeting, Self-introduction, and introducing others • Initiating-closing conversation, and leave-taking • Giving direction • Giving information through invitation • Giving information through label • Giving information through advertisement • Responding instruction/suggestion and • Giving information through text, messenger and email • Descriptive text • Recount text

18. THANK YOU